• Review the Nine Principles for Universal Design for Instruction and consider some simple strategies for implementation in your module design.
• Consider what your students will learn, or what they will have achieved at the end of the module.
• Consider the needs of your student group and the context of their learning, for example your student cohort, their existing knowledge and previous experience.
• Determine which assessment types are most appropriate to assess student learning; you can then determine which structure, learning materials, assessment and feedback activities fit best.
• Based on these considerations, write the module learning outcomes
• For some practical examples and strategies to implement refer to: Universal Design for Curriculum Design; Case Studies from University College Dublin

• Consider the various activities students can do to work towards achieving the learning outcomes. 
• Consider what learning materials to include for students. Consider using a variety of types of materials to engage all students, such as slides, documents, or audio and visual material. 
• Consider how best to present these learning materials i.e. in synchronous vs. asynchronous format.
• Consider which of these learning activities or assessments would best lend themselves to blended/online delivery.
• Consider how students can learn from each other. Emphasise active student learning, in particular students’ peer learning, self-monitoring and autonomous learning. From this a learning pathway will emerge that connects these activities.  
• Based on these considerations, align the module learning outcomes, assessment approaches and teaching and learning activities.

• What learning materials do you make available and when? Consider a variety of methods of instruction. What do you present or demonstrate in the face-to-face or via recorded online or synchronous lectures? Blended and online learning can be designed to integrate independent study, guided study, online scheduled contact and in-classroom teaching and learning activities in a variety of different ways dependent on the curriculum and students.
• Where do you offer space for student interaction with peers as well as the lecturer or tutor?
• How and when do you give students feedback and how do they develop their own skills of self monitoring?
• How will you maintain an online presence and be available to support learners while also creating an online community of learners?

In this form of learning, students can be quite passive as they are primarily learning through reading, listening or watching.  However, this can be made more active if these resources are designed into activities. 

This form of learning requires students to search out, critique and use resources from different locations. It requires more active student learning.  For example, it follows a process of brainstorming, information gathering (online or other) and then critical group discussion (or presentation). 

This form of learning requires learners to articulate their ideas, questions and to respond to the ideas of the lecturer/tutor and/or their peers.

In this form of learning students have to apply what they have learned into a given context in their discipline. It has often been described as experiential learning, or learning by doing.

This form of learning requires students to collaborate to produce a joint output or artefact. The learning from the  process of the collaboration itself is also very important.

In this form of learning, students are motivated to learn by having to produce an artefact. The traditional essay is one example but various tools allow for creativity through different audio visual formats i.e. posters, videos, animations, word clouds, slideshows, ePortfolios etc.